Where science starts: Spontaneous experiments in preschoolers' exploratory play
Where science starts: Spontaneous experiments in preschoolers' exploratory play
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DOI：
10.1016/j.cognition.2011.03.003
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发表时间：
2011-09-01
期刊：
影响因子：
3.4
通讯作者：
Schulz, Laura E.
中科院分区：
文献类型：
--
作者：
Cook, Claire;Goodman, Noah D.;Schulz, Laura E.
预期信息增益的概率模型需要将有关因果假设的先验知识与有关可能生成与这些假设相关的数据的可能行动的知识相结合。在这里，我们研究了学龄前儿童（平均：54 个月）是否认识到环境中的“行动可能性”（可供性），使他们能够在需要获取信息时隔离变量。通过操纵刺激的物理特性，我们能够影响候选变量被隔离的程度；通过操纵候选原因的基本比率，我们能够影响信息增益的潜力。儿童的探索性游戏对这两种操纵都很敏感：如果有明确的证据，儿童会不加区别地玩耍，并且很少试图孤立候选原因；鉴于证据不明确，儿童选择（实验 1）并设计（实验 2）信息干预措施。 (C) 2011 Elsevier B.V. 保留所有权利。
Probabilistic models of expected information gain require integrating prior knowledge about causal hypotheses with knowledge about possible actions that might generate data relevant to those hypotheses. Here we looked at whether preschoolers (mean: 54 months) recognize "action possibilities" (affordances) in the environment that allow them to isolate variables when there is information to be gained. By manipulating the physical properties of the stimuli, we were able to affect the degree to which candidate variables could be isolated; by manipulating the base rate of candidate causes, we were able to affect the potential for information gain. Children's exploratory play was sensitive to both manipulations: given unambiguous evidence children played indiscriminately and rarely tried to isolate candidate causes; given ambiguous evidence, children both selected (Experiment 1) and designed (Experiment 2) informative interventions. (C) 2011 Elsevier B.V. All rights reserved.